Introduzione alle Open Educational Resources (OER)
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OER – Open Educational Resources Problemi, opportunità e sfide prof. dr. Lorenzo Cantoni Università della Svizzera italiana (Svizzera)
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intervento del professor Lorenzo Cantoni (UNiversità della Svizzera italiana, Lugano) al DOL - Diploma On Line per Esperti di didattica assistita dalle Nuove Tecnologie del Politecnico di Milano, videoconferenza del 31 gennaio 2008.
Transcript of Introduzione alle Open Educational Resources (OER)
OER – Open Educational ResourcesProblemi, opportunità e sfide
prof. dr. Lorenzo Cantoni
Università della Svizzera italiana (Svizzera)
The roots of OER/1: the case for openness
From sophists to Socrates
“Nothing is concealed that will not be revealed, nor secret that will not be known. What I say to you in the darkness, speak in the light; what you hear whispered, proclaim on the housetops.” (Matthew 10, 26-27)
The roots of OER/2: the case for writing & press
From mecenatism to copyrightsFrom speaking to writing and publishingW. von Humboldt: ergon vs. enérgeiaICTs and their impact/role
A definition of OER
“The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for noncommercial purposes” (Johnstone 2005)
A map of OER (source: Margulies
2005)
An example of OER:MIT-OCW
Basic data (1800 courses)
Usages
Informal education
MIT-OCW (2005 evaluation report)
61% of OCW traffic is non-US; East Asia: 22%, Western Europe: 15%, South Asia: 6%, Latin America: 5%, other regions: 13%
49% of visitors are self learners, 32% students, 16% educators
Self learner uses: enhancing personal knowledge (56%), keeping current in field (16%), planning future study (14%)
Student uses: complementing a course (38%), enhancing personal knowledge (34%), planning course of study (16%)
Educator uses: planning a course (26%), preparing to teach a class (22%), enhancing personal knowledge (19%)
46% of educators have adopted or adapted site content
62% combine OCW materials with other content; 38% adapt course syllabi; 26% adapt assignments or exams
98% of visitors find PDF suitable, and 26% prefer it
44% of visitors seeking video content are students, 40% are self learners, and 14% are educators
ICTs and learning: relevant aspects
Never finished – fast changes
Collaboration – feedback
Multimedia integration
A return to orality?
Three big challenges
New boundaries and L10n
What’s wrong in the building blocks
Integration, selection and evaluation
OER & web2.0
UGC
Informal education
A story
I MIEI BIMBI SULLO SCOOTER (QUELLO IN GARAGE, NON QUELLO NEL COMPUTER...)
